Elementary students who are classified with learning disabilities are usually placed in general education classrooms with teachers who have little experience in special education, therefore, feel unprepared to meet the needs of students with learning disabilities. The purpose of this study was to investigate general elementary teachers' perceptions about their preparation to support the needs of students with learning disabilities in an inclusion classroom and about the resources and training needed to improve their practices. The conceptual framework used to ground this study is Knowles' adult learning theory. Semistructured interviews were conducted with 12 teachers from two elementary schools in a northeastern U.S. school network to answer the research questions addressing preparation and training needs. General education teachers who currently teach or have taught students with learning disabilities within the last five years in the general education setting participated in interviews. Data analysis was conducted using open coding to review themes and patterns. The study results indicated that teachers not only need initial training during their teacher education but also ongoing training once they are in the classroom. Misconceptions about the exclusionary characteristics of special education, specific professional development geared towards inclusion, continuous professional development (PD), additional support/physical resources, and the need for small class sizes also emerged as themes. Based on the results, a 3-day professional development training was created that focused on all aspects of inclusion. The research may create social change by allowing general education teachers to be more effective in their classrooms, which, in turn, will benefit students with learning disabilities, ultimately benefiting society by adding educated citizens. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]